درخت حوزه‌های تخصصی

Parmenides' Poem, though expressed in an allegorical manner to the extent that it has been preserved and handed down to us, without at!} doubt, shows his in-depth and profound insight into the question of Being. After a concise representation of his thought, the main purpose has been to show that, with regards to 'The Wcry of Truth" and Parmenides disregard for the realm of sense perception, tno different approaches mcry be accounted for. One mcry be that of an ana/ytz'cal/y• oriented mind to read through and understand Parmenides perplexing scryings, and the other mcry pertain to someone ivho tries to see through and contemplate upon the existing Fragments in pursue of a much deeper meaning, not necessarily that of a discursive mind.

Despite their substantial role in natural discourse, idioms often intimidate EFL students. Therefore, finding effective ways of mitigating students’ frustration has been a fundamental consideration in language teaching. Mnemonics, as associative memory tools, are largely acknowledged to be instrumental in reducing the cognitive load involved in language learning, particularly in learning lexical items. This study was conducted to explore the effects of linguistic, verbal, and visual mnemonics on empowering language learners in the recall and recognition of English idioms. Two-hundred seventy intermediate-level EFL learners preparing themselves for IELTS took part in this study. The participants were in nine groups of 30 members each. They were divided into three main groups, each of which was taught idioms using one of the above-mentioned mnemonics. The MANOVA procedure was used to analyze the collected data. The results revealed statistically significant differences among these instructional strategies in case of recall, with linguistic mnemonics being the most influential. The findings of the study can have theoretical implications for researchers in that they can shed light on some of the dark corners of the field and spark interest for further research. The findings can also have some pedagogical implications for teaching programs, curriculum developers, educational policymakers, teachers, and language learners. Developing a clearer understanding of how these mnemonics influence idiom learning can help the stakeholders make more informed decisions about how to treat idioms.

Purpose : The impact of content knowledge idea instruction on teaching quality of Farhangian University faculty members of Region 9 of Iran. Method : This applied study was conducted with a mixed approach using a qualitative and quantitative approach. In the qualitative section, the statistical population included 20 professors of Farhangian University in Region 9, 10 of who were selected by purposive sampling method based on saturation law, and 263 faculty members, professors and visiting lecturers of Farhangian University in Region 9 of the country. Including (Semnan, Mazandaran and Golestan) were in the quantitative section that 156 of them were selected as a sample using random sampling method classified according to Cochran's formula. To collect data, two content knowledge education questionnaires (researcher-made) with 82 questions and the development of faculty members of Qoroneh et al. With 93 questions were used. The validity and validity of the instruments were confirmed by the supervisors and consultants and the combined reliability and Cronbach's alpha were calculated higher than 0.7. SPSS21 and PLS3.2 software and structural equations were used for data analysis. Findings : The results of structural equation test showed that the effect of content knowledge of education and training on the development of faculty members in Farhangian University, Region 9 was positive and significant. Conclusion : The results showed that the effect of content knowledge of education on the development of faculty members in Farhangian University in 9 countries has been significant.